This paper explores the course design and implementation of a first-year discovery seminar on "Living in the Metaverse" offered at a business university. Integrated with standardized college-readiness topics, the course combines hands-on activities with collaborative assignments and class discussions to present a multidisciplinary exploration of the metaverse from business, technology, and societal perspectives. The authors describe how they utilized the TPACK (Technology, Pedagogy and Content Knowledge) model in designing the course, and how this model can be applied when considering how to incorporate new technologies into courses. To assess the effectiveness of this approach, the authors surveyed students in three sections of the course taught during two consecutive semesters to determine their attitude toward relevant technologies and the course topics. We found that hands-on activities with virtual reality headsets helped make metaverse concepts easier to grasp, while students still had concerns about widespread use of the metaverse, including privacy and security.